On September 4, 2019, Bryan Klimkiewicz, Division Director, Bureau of Special Education, released a memorandum to the field regarding the guidelines for Physical Therapy in Connecticut Schools.
To review that important memorandum, please see Physical Therapy Guidelines memorandum 09-04-2019
To review the guidelines for Physical Therapy in Connecticut Schools: Best Practices and Resources document, please see https://www.ctpt.org/Customer-Content/WWW/CMS/files/SBG_Dec2018_Final.pdf
Registration is open for a professional learning opportunity to support teachers and leaders engaged in the work of designing early learning environments that buffer stress, reduce challenging behaviors, and promote children’s healthy development ages 3-8. Review the UPDATED informational flyer (Early Childhood Symposium September 26, 2019 UPDATED flyer) for more details and registration information.
The Bureau of Special Education is hosting the 16th Annual Back to School Meeting from 9:00 a.m. through 3:30 p.m. on Wednesday, September 18, 2019, at the Red Lion Hotel in Cromwell, Connecticut.
Join our newly-appointed Commissioner of Education, Dr. Miguel Cardona, the Division Director for the Bureau of Special Education (BSE), Mr. Bryan Klimkiewicz, along with BSE consultants and our partners for a day filled with information related to our theme of Supporting Special Education Leadership: Enhancing Student Outcomes. We look forward to seeing you there!
Please see Back to School 2019 Registration Information for details regarding the general session presentations, afternoon break-out sessions, and registration.
The Connecticut State Department of Education (CSDE) is updating the Restraint & Seclusion (R/S) Data Collection system for the 2019-20 school year. You may review the July 12, 2019, memorandum related to this important information at Memorandum-Updates to Restraint and Seclusion July 12, 2019.
It is important for each LEA’s Early Childhood Transition Coordinator and the SEDAC data manager to communicate regularly on four key criteria. See the EC LEA Responsibilities for SEDAC Reports and Child Find infographic to gain valuable insight into this process.
The Connecticut State Department of Education (CSDE), Bureau of Special Education (BSE), in partnership with the State Education Resource Center (SERC), announces the launch of an innovative in-district training series targeted for all educators involved in the PPT process. This training, differentiated into three levels, is designed to address the various needs of participants and build district level capacity to ensure compliance and successful outcomes for students with disabilities. For the 2019-20, there will be a limited number of school districts selected for implementation of this training series.
Please take a moment to review the one-page flyer about this training opportunity for school districts: 8 Day Training Series – PPT Practices
The Connecticut State Department of Education and the State Education Resource Center together with the RESC Alliance is announcing a SAVE THE DATE (October 28, 2019) for the Paraeducator Development and Leadership Symposium and Recognition of the 2020 District Paraeducator of the Year. Please see flyer (2020 Paraeducator Symposium and Recognition flyer) here. Registration information will be coming soon!
The Connecticut State Department of Education (CSDE) is currently in the process of revising the State’s individualized education program (IEP) document. An essential component to the provision of a free and appropriate public education to students with disabilities, the IEP document is the official record of a planning and placement team’s decisions regarding a student’s special education eligibility identification and program. As federal and state requirements have changed over the years, the document currently in use in the state has required multiple updates since its origination. As a result, the Bureau of Special Education (BSE) has determined that a more holistic revision of the IEP document is warranted. Our goal is to design an IEP document that is less complicated for practitioners to use and easier for parents and students to understand.
Since July 2018, the BSE has undertaken several activities related to this important work. In addition to establishing an internal team to lead the revision process, the main focus of the BSE has been to seek stakeholder input regarding the strengths and weaknesses of the current IEP document. Opportunities for feedback included a survey of special education directors, regional meetings for parents and educators, an electronic survey accessible on the CSDE website, input from students and the State Advisory Council for Special Education. The feedback received has informed the development of a draft revised IEP document. The BSE internal team also completed a review of statutory and regulatory requirements and conducted reviews of IEP documents used in other states.
In addition to the activities listed above, the BSE formed an external advisory stakeholder group consisting of 22 individuals representing various perspectives. This group met regularly throughout the year to provide comment on the current document and feedback on a draft revised IEP document. The input from this group was critical in the development of a new IEP document.
In the upcoming weeks, the BSE is prepared to post the Draft IEP document revision on the CSDE website for public comment. Following the public comment period, we will continue to engage with stakeholders to design an implementation plan.
It is important to note that the current IEP document will remain in use across the state for the entirety of the 2019-2020 school year.
The Bureau of Special Education, together with the RESC Alliance, is conducting two sessions for Charting the LifeCourse, a universally-designed person-centered planning framework, to assist individuals and families of all abilities and ages to develop a vision of a good life.
To learn more about the sessions for this important tool as well as how to register, visit Summer 2019 LifeCourse Planning Tools Professional Learning Sessions flyer .
Special Education Leaders and Transition Contact Persons,
The Bureau of Special Education is engaged in a partnership with the Department of Rehabilitation Services (DORS) and the Department of Developmental Services (DDS) to assist in supporting students who will be transitioning to adult supports and services.
In these bulleted links you will find:
No later than Monday, June 17, 2019, LEAs must:
- Complete the Section 511 LEA Documentation of Completed Transition Services form and attach the student’s most recent IEP.
- Submit the completed form and the student’s IEP to Andre Pope, Secretary, DORS, via mail or fax – confidential student information may not be submitted by email unless it is encrypted.
- Provide the parent or guardian of the student with a copy of the submitted form and IEP.
If you have questions, please contact Alycia M. Trakas at 860-713-6932 or Alycia.email@example.com.